Autism spectrum disorder (ASD) is characterized by qualitative deficits in communication and social interaction, as well as phenotype-features including restricted interests, stereotyped and repetitive behaviors. Difficulties with multisensory integration are also common, which hamper learning and performance of cognitive and motor skills. This study aimed to investigate the motor learning performance of individuals with ASD using “real-world” and “virtual-reality” tasks. The motor task consisted of a computer game (MoveHero, based on reaction time) that participants played in two different conditions: on a webcam (no physical contact, “virtual” environment) and on a touchscreen (with physical contact, “real” environment). Twenty-two participants with ASD practiced the game in a cross-over controlled trial design. They were divided in two groups (11 participants in each group). Both groups performed the “virtual” and “real” tasks and learning performance was assessed in terms of accuracy, and precision (absolute and variable errors, respectively) on the game performance. The main results indicated that practice in the virtual task (webcam) condition was more difficult but led to improved performance in the subsequent real task (touchscreen) condition. Conclusion: The use of VR task may be an option for multidisciplinary rehabilitation teams for interventions designed for the ASD participants to enhanced performance through the use of VR.